Who Are Struggling Readers and What Do They Need? Dr. Kathleen J. Brown University of Utah Reading...
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![Page 1: Who Are Struggling Readers and What Do They Need? Dr. Kathleen J. Brown University of Utah Reading Clinic.](https://reader036.fdocuments.us/reader036/viewer/2022070308/551c0662550346ad4f8b4ea5/html5/thumbnails/1.jpg)
Who Are Struggling Readers and What Do They Need?
Dr. Kathleen J. Brown
University of Utah Reading Clinic
![Page 2: Who Are Struggling Readers and What Do They Need? Dr. Kathleen J. Brown University of Utah Reading Clinic.](https://reader036.fdocuments.us/reader036/viewer/2022070308/551c0662550346ad4f8b4ea5/html5/thumbnails/2.jpg)
Problem: Too Many Struggling Readers
• 15-40% depending on SES (Allington, 1994)
• 2003 NAEP data– 34% Utah 4th graders “below basic” in reading
• Probability unsuccessful G1 readers still unsuccessful in G4 = .88 (Juel, 1988)
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Step 1: What are the Possibilities for Joe’s Profile?
• Reading = Decoding X Comprehension
• If good readers = good at decoding & comp
• Then, struggling readers can be:– poor at both decoding & comp– worse at decoding/better at comp (bk users)– better at decoding/worse at comp (word callers)
• What does research say about these groups?
![Page 4: Who Are Struggling Readers and What Do They Need? Dr. Kathleen J. Brown University of Utah Reading Clinic.](https://reader036.fdocuments.us/reader036/viewer/2022070308/551c0662550346ad4f8b4ea5/html5/thumbnails/4.jpg)
Step 1: What Does the Research Say About Joe’s Profile?
• Shankweiler et al., 1999 Scientific Studies of Reading
• N = 361 7-9 year olds w/above 80 IQ
• measures = reading comp, word id, listening comp, psuedoword id, etc.
• plotted scores on a scattergram
![Page 5: Who Are Struggling Readers and What Do They Need? Dr. Kathleen J. Brown University of Utah Reading Clinic.](https://reader036.fdocuments.us/reader036/viewer/2022070308/551c0662550346ad4f8b4ea5/html5/thumbnails/5.jpg)
Step 1: What Does the Research Say About Joe’s Profile?
• 114 students = average or above readers• 71 students = “too close to call” (buffer zone)• All remaining students = poor readers • Of these:
– 127 students = – 32 students = – 17 students =
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Step 1: What Does the Research Say About Joe’s Profile?
• Joe is most likely struggling with both decoding & comp (n = 124 of 361)
• It is unlikely that Joe is “bk user” (n = 34 of 361)
• It is even more unlikely that Joe is a “word caller” (n = 17 of 361)
• Even those 17 word callers are below average in comparison to “good readers!”
![Page 7: Who Are Struggling Readers and What Do They Need? Dr. Kathleen J. Brown University of Utah Reading Clinic.](https://reader036.fdocuments.us/reader036/viewer/2022070308/551c0662550346ad4f8b4ea5/html5/thumbnails/7.jpg)
Step 2: Is Joe Struggling?
• Initial Screening (e.g., DIBELS or AimsWeb)
• Indicated Risk of Reading Failure? Follow up with diagnostic assessment to determine instruction/intervention level– accuracy & rate on passages of graded difficulty
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Step 3: OK, Joe is Struggling. What Does He Need From Me?
• Forget how old he is; think developmentally and work at his instructional levels:– develop automaticity in decoding
• short vowels-> vowel patterns-> polysyllabic words
– “consume” as much independent and instructional level text as is humanly possible
• guided & independent, repeated reading for fluency
– develop increasingly sophisticated ways of thinking and talking about text
• complete sentences-->more complex sentences via modeling of vocab & syntax
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Step 4: Automatic Decoding: Phonics Scope & Sequence for Joe
• Nonreader to Primer: master letters-sounds, use initial consonant, blends & digraphs, master easier high frequency words, blend CVCs
• Primer to mid G2: master CVC(e)s, vowel teams, easy prefix & suffix, harder high frequency words, chunk 2 syllable words
• end G2 and up: use chunks & morphemes in polysyllabic words
![Page 10: Who Are Struggling Readers and What Do They Need? Dr. Kathleen J. Brown University of Utah Reading Clinic.](https://reader036.fdocuments.us/reader036/viewer/2022070308/551c0662550346ad4f8b4ea5/html5/thumbnails/10.jpg)
Step 4: Guided & Fluency Reading: What Text Level for Joe?
• Find highest place he meets both criteria and start guided & fluency reading there– min 90% accuracy & sufficient speed
• mid G1= min 30wpm mid G3 = min 90wpm
• end G1= min 40wpm end G3= min 110wpm
• mid G2= min 65wpm end G4= min 120wpm
• end G2= min 90wpm end G5= min 130wpmend G6= min
150wpm
(DIBELS, 2003; Hasbrouck & Tindal,1992, Morris, 1999)
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Step 5: Pacing: When Do I Move Joe to a More Difficult Level?
• Collect regular rate & accuracy data (at least 2-3x per week)– prepare passage (count out 100 words)– must be a “cold read”– time Joe (how long does it take?)– count errors (substitutions, omissions,
insertions, “helps,” self-corrects above G1) – repetitions are not errors
(DIBELS, 2003; Hasbrouck & Tindal,1992, Morris, 1999)
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Step 5: Pacing: When Do I Move Joe to a More Difficult Level?
• Evaluate rate & accuracy data:– Is Joe at least 90% accurate? – Does Joe read with sufficient speed?
• mid G1= app 30wpm mid G3 = app 80wpm
• end G1= app 40wpm end G3= app 100wpm
• mid G2= app 60wpm end G4= app 100wpm
• end G2= app 80wpm end G5= app 100wpmend G6= app 100wpm
( UURC, 2004. Note: insufficient research base for direction)
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Step 5: Pacing: When Do I Move Joe to a More Difficult Level?
• At high end of level, evaluate rate & accuracy data:– Is Joe at least 90% accurate?
– Does Joe read with sufficient speed?
• If yes, move to next higher text level, work there and collect rate & accuracy data
• If no, stay at current level; if possible, increase amount of reading. Continue to collect rate & accuracy data
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Will This Really Help Joe?
• At-risk G1 students who received 95 sessions of Early Steps finished the year reading between primer and late-G1.
• Matched control G1 students who received 135 sessions of regular Title 1 intervention finished the year at preprimer.
(Brown, Reynolds, & Sinatra, 2000)
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Will This Really Help Joe?• G2 & G3 students who started the year just
below primer and received 45 sessions of Next Steps, made a little more than one year of progress as readers (to mid-G2+).
• Matched control G2 & G3 students who received 135 sessions of regular Title 1 intervention made one-half year’s progress (late-G1+).
Brown, Morris, & Fields, 2002
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Will This Really Help Joe?• G2 students who had received Early Steps in
G1and no intervention in G2 had made one-half year’s progress by March (to early-G2).
• Matched control G2 students who received no intervention in G2 made one-half year’s progress by March (between primer & late-G1).
Brown, Morris, & Fields, 2001
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What Do These Data Mean for Joe?
• Intervention can help Joe make substantial progress as a reader
• Joe may need more than 1 year of intervention to get to, and/or maintain grade level performance
• remember Dominique & Shelby!!!
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What Needs to Be in Place to Help Joe? And Juan? And Jane?...
• Materials– lots of leveled text with controlled vocabulary
(carefully selected predictable, decodable, high frequency, old basals, and easy reader texts)
• Enough Trained Bodies To Go Around – educators who understand reading development,know
how to deliver effective intervention in an efficient manner and have time to do so
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What Do Educators Need to be Able to Help Joe? And Juan? And Jane?
• Clinical Experience/Practicum (they’ve had enough “Sit-N-Gets!”)– watch expert model intervention with student– educator tutors 1-on-1 with a student – educator gets “on-line” feedback from expert– educator observes other tutors and students
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Critical Issues: Time & 1-on-1
• Clinical Experience/Practicum– 1-on-1 clears management issues so educators can see reading
development “up close and personal” over time
– intensive and ongoing: • tutoring needs to happen 2-5x/week for 1 year to see the interplay
between intervention and development
• mentoring needs to happen at least twice monthly over time
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What Needs to Be in Place to Help Joe? And Juan? And Jane?
• teachers group for reading to allow students to function at instructional level AMAP
• in non-Title I schools, staff + volunteers build a tutoring program
• in Title I schools, paraprofessionals are effective intervention tutors
• remember Granger Elementary!!